Lecturer Teaching Styles and Student Learning Involvement in Large Classes: A Taiwan Case Study

Autor/inn/en	Tang, Chia Wei; Jun Shi, Meng; de Guzman, Allan B.
Titel	Lecturer Teaching Styles and Student Learning Involvement in Large Classes: A Taiwan Case Study
Quelle	In: Asia Pacific Journal of Education, 42 (2022) 3, S.447-463 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tang, Chia Wei) ORCID (de Guzman, Allan B.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0218-8791
DOI	10.1080/02188791.2020.1852913
Schlagwörter	Foreign Countries; Large Group Instruction; Teaching Methods; Teaching Styles; Learner Engagement; College Faculty; Lecture Method; Expertise; Engineering Education; Tenure; Taiwan + Suchen Sie Ihr Suchwort? Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrstil; Unterrichtsstil; Fakultät; Expert appraisal; Ingenieurausbildung; Amtszeit; Beschäftigungsdauer
Abstract	Previous studies have indicated the challenges posed by large classes in promoting quality education and better student learning. This paper argues that empirically exploring other latent variables inherent in the pedagogical triangle of the teacher, the learner and the content hold a number of promises in elucidating the dynamics of large classes as an emerging phenomenon in global higher education. This study intends to examine how university lecturers' teaching styles moderate the relationship between teaching job and student learning involvement in the context of large classes. A multi-aspect survey was conducted with 446 electrical engineering students from six public universities in Taiwan. The use of inferential statistics revealed marked differences in the lecturers' teaching job involvement and teaching styles when grouped according to institutional types, positions at their respective universities, and years of service. Notably, among the various teaching styles, the expert-model and delegator teaching styles can significantly predict students' learning involvement; the formal authority teaching style moderates the relationship between lecturers' teaching job involvement and students' learning involvement. General implications are drawn from these findings and are discussed as they apply to the teaching of large classes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01